Appreciating Teaching Strategies
Prior to reading through the literature of Module four, I had minimal knowledge on what possible teaching strategies I would be implementing. I had assumed that it would be already structured, an A to B plan that was enforced by the teaching curriculum or my supporting teachers. I’ve now come to learn the greater power I have on the influence of programs and activities that I can implement in my classroom. In a reflection of my goal as a teacher, I have now come to take into account the importance of knowing what activities will best support learning while considering children’s abilities and prior knowledge (Swinkles, 2016). Before reading the provided literature, I had never really taken into account the amount of mathematical knowledge that children consume over the first few years of their early stages. I was aware of the simple activities of counting and shapes but never realised that daily routines could contain a variety of early mathematics skills (Mulligan & Mitchelmore, 2009). I have also been assisted in this understanding by starting in an early child care centre which has helped me to visualise and observe what theories I am learning. Children can begin to learn the concept of measurement and space with the simple act of filling up a cup or even emptying and refilling baskets of blocks (Mulligan & Mitchelmore, 2009). From the theoretical work of Trawick-Smith et al. (2017), I have now come to respect and support the role of active social learning through block play. I’ve come to understand the role of block play, a simple activity that doesn’t require teacher support but can be further scaffolded, by introducing appropriate resources. I can scaffold this learning by introducing children to problem solving and experimentation situations such as weight scales for measurement and rulers for measurement and also creating questions like asking children to make an estimation of the number of blocks required to create a small tower the height of a classmate.
In reference to the Early Years Learning Framework, I would like to plan activities for my future classroom that encourage self-learning and social learning experiences (DEEWR, 2009). My goal is to ensure that children gain knowledge through their own experimentation and experiences involved in active and social learning (Trawick-Smith, Swaminathan, Baton, Danieluk, Marsh & Szarwacki, 2017; Samuelsson & Carlsson, 2008).
Do you have any classroom activities suggestion that will assist in mathematical learning?
What mathematical resources could I implement in my new position, caring for young babies?
References:
Mulligan, J., & Mitchelmore, M. (2009). Awareness of pattern and structure in early mathematical development. Mathematics Education Research Journal, 21(2). Retrieved: https://link-springer-com.ezproxy2.acu.edu.au/content/pdf/10.1007%2FBF03217544.pdf
Samuelsson, I., P. & Carlsson, M., A. (2008). The Playing Learning Child: Towards a pedagogy of early childhood. Scandinavian Journal of Education Research, 52(6). Retrieved from: https://doi.org/10.1080/00313830802497265
Swinkles, K. (2016). Mathematically rich interactions in early childhood. The Spoke. Retrieved from: http://thespoke.earlychildhoodaustralia.org.au/mathematically-rich-interactions-early-childhood/
Trawick-Smith, J., Swaminathan, S., Baton, B., Danieluk, C., Marsh, S., & Szarwacki, M. (2017). Block play and mathematics learning in preschool: The effects of building complexity, peer and teacher interactions in the block area, and replica play materials. Journal of Early Childhood Research, 15(4), 433-448.